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    Course Outline OS Setting Curriculum Planning

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    Course Outline OS Setting Curriculum Planning

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    Course Outline OS Setting Curriculum Planning (2)

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    Course Outline OS Setting Curriculum Planning

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    Occupational Standard Setting & Curriculum Planning

    Course Outline
    TECHNICAL VOCATIONAL TRAINING INSTITUTE
    FACULTY OF PEDAGOGICAL & BEHAVIORAL SCIENCES
    DEPARTMENT OF VOCATIONAL PEDAGOGY
    Institutional
    Information

    Preliminary Course Title: Occupational Standards Setting &


    Curriculum Planning
    Information Course Code: VPD-501

    Credit: 2 credit hours

    Instructor: Dr. Yishak Degefu

    Course This is a foundational course intended to acquaint learners with the


    development and management of occupations and the curriculum in
    Description
    vocational education. Knowledge on the foundation of vocational
    education, occupational profiles, on how they are developed over time and
    why they developed in the way they did, on the procedures which are used
    for the development and evaluation as well as the ability to analyze labor
    markets are the content of this course. The course also includes basics of
    designing educational and training programs focused on TVET context in
    accordance with appropriate and contemporary methods, principles and
    work competencies which are needed to keep up-date with the
    continuously changing world of work.

    Course Up on the completion of the course, students will be able to


     define basic concepts in their own words
    Learning
     explain the development and management of various occupations
    Objectives
     identify the various foundations of occupational/vocational
    education
     analyze occupational profile
     write competency statements
     develop occupational profile
     develop training manual for an occupation

    The online course comprised of 3 modules, which provide relevant


    information about how to Set Occupational Standards & Plan a
    Curriculum. The modules are organized in interactive modules that
    combine the course theory with exercises and interactions that will
    facilitate the learning process.

    Duration of This core content of the modules is complemented with additional


    materials, such as videos, and presentations.
    Content
    It will approximately take 20 hours to complete the course excluding
    Coverage external materials. This is a self-paced course that allows you to manage
    your time as learner wish. Learner can navigate the modules at per
    convenience and retake them whenever free time is available.

    Pre-  Learners should have Basic knowledge on Educational Psychology.

    requisite
    Module 1: Introduction to Technical and Vocational
    Education
    1.1. Definition of Terms in TVET
    1.2. Concepts of Vocational and Technical Education
    1.3. Functions of Vocational Education and Training
    Course 1.4. Objectives of Vocational Education
    Outline and 1.4.1. General
    Content 1.4.2 Objectives of Technical and Vocational Education in Ethiopia
    1.5. Principles of Vocational Education
    1.5.1. General
    1.5.2 Guiding Principles of the National TVET System in Ethiopia
    1.6. Features of Vocational Education
    1.7. Foundations of Vocational Education
    1.7.1. Philosophical Foundations
    1.7.2. Economic Foundations
    1.7.3 Sociological Foundations
    1.7.4 Psychological Foundations
    1.7.5 Historical Foundations
    1.8. Historical Development of Vocational Education
    1.8.1 General
    1.8.2 Development of Vocational Education in Ethiopia
    Module 2: Competency-Based Education
    2.1. The Nature of Competency
    2.2. Advantages and Disadvantages of Competency-Based Education
    2.3. Writing Competency Statements
    Module 1: Formulation of Occupational Standards and
    Curriculum Planning
    3.1. Vocational Education and the Labor Market
    3.1.1 Meaning of Labor Market Information System
    3.1.2. Importance of Labor Market Information System
    3.1.3 The Labor Market Information System in Labor Market
    Policy Instruments
    3.1.4. General Information on the Different Professions
    3.2. Occupational Standards
    3.2.1. The Nature of Occupational Standards
    3.2.2. Purposes of Occupational Standards
    3.2.3. Characteristics of Occupational Standards
    3.2.4. Managing Occupation Standards
    3.3. Curriculum Planning in TVET
    3.3.1. Occupational Standard Formulation
    3.3.2. Content Generation Strategies
    3.3.3. Content Selection
    3.3.4. Organization of Contents
    3.3.5. The Profile-Determination Strategy to Curriculum Planning
    3.3.6 Modular Approach to Curriculum Planning

    Modes of Blended approach that combines online and face-to-face sessions will be
    used for delivery. Students will interact with the online material within the
    Course time and space that suits their interest well and attempt all tasks assigned
    under each module. During the face-to-face class discussion and feedback
    Delivery on the students work will be given.

    Modes of  Two term papers with presentation (50%=25 group paper + 25%
    individual presentation for each)
    Assessment
     Final exam. = 50 %

    References Derebssa Dufera, (2008). Theoretical and Practical Issues in the


    Implementation of the Current Ethiopian School Curriculum. Addis Ababa:
    for Further
    Addis Ababa University.
    Reading
    Dustmann, C., Fitzenberger, B. and Machin, S. (Eds.) (2008).The
    Economics and Training of Education. Heidelberg:Physica-Verlag.
    Fretwell, D., Lewis, M., and Deij, A. (2001). A Framework for Defining
    and Assessing Occupational and Training Standards in Developing
    Countries. Columbus: Center on Education and Training for Employment.
    Jules, D. (2012) Promoting the Attractiveness of TVET in the Context of
    Secondary Education Reform. Shanghai: Caribbean Examination Council.
    Laird, D. & Stevenson, J. A (1993). Curriculum development framework
    for vocational education. Australian and New Zealand. Journal of
    Vocational Education Research, 3, 71-92.
    Lemma Dadi (2014). Effectiveness of Competency - based TVET
    Curriculum in Ethiopia: the Case of TVET Institutions of Oromia Regional
    State. (A PhD Thesis Submitted to the Department of Curriculum and
    Teachers Professional Development Studies, AAU).
    Lemecha Geleto (2017). Technical Vocational Education Training Institute
    Curriculum Development in Ethiopia. Journal of Education and Vocational
    Research, 8, 3, 16-28.
    MacDonald, S., Nink, C. and Duggan, S. (2010). Principles and Strategies
    of a Successful TVET Program. Centerville: MTC Institute.
    Majumdar, S. (ed.) (2011) Emerging Challenges and Trends in TVET in
    the Asia-Pacific Region. Rotterdam: Sense Publishers.
    Ministry of Education (2008). National Technical & Vocational Education
    and Training Strategy. Addis Ababa: EMPDA.
    Ministry of Education (2011). Ethiopian TVET System Model Curriculum.
    Addis Ababa: EMPDA.
    Norton, R.E. (1992). SCID: A Competency-Based Curriculum
    Development Model. Retrieved
    fromhttps://www.researchgate.net/publication/234569480_SCID_A_Comp
    etency-Based_Curriculum_Development_Model.
    Scottish Qualifications Authority (2006). Using National Occupational
    Standards in the development of SQA Group Awards. Glasgow: Scottish
    Qualifications Authority.
    Sharma, A. (2008). Technical Vocational Education and Training (TVET)
    in Africa. Addis Ababa: AU.

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